An Experimental Study Of Teacher-student Collaborative Assessment For English Writing Teaching In Junior High School

English writing is one of the crucial output skills.In the process of learning English writing,assessment is of importance since it helps learners discover their writing mistakes.In recent years,numerous researches on the impacts of different types of assessment,including teacher assessment,peer assessment,automated assessment and so on,have been conducted.However,the results of the previous researches are controversial.In order to remedy the defects on the current types of assessment,teacher-student collaborative assessment,a new type of assessment,was put forward by Wen Qiufang and her teammates in 2016.The previous researches on teacher-student collaborative assessment still stay in theory stage but few empirical researches.Thus,it is necessary to find out the influence of teacher-student collaborative assessment in practical teaching.Based on the output-driven,input-enabled hypothesis,input hypothesis and output hypothesis,the research took junior high school students as the research objects to discuss the impacts of teacher-student collaborative assessment on improving students’ English writing.The purpose of the research is to answer the following two questions: 1)What are the effects of teacher-student collaborative assessment on junior high school students’ English writing score and their sub-scores of content,language and organization? 2)What are the effects of teacher-student collaborative assessment on junior high school students’ attitudes toward English writing?In this research,106 students were selected as participants and they were in Grade Eight of a junior high school in Jiangmen City,Guangdong Province.Before the experiment,participants in both experimental group(EG)and control group(CG)were asked to finish the writing pre-test with the purpose to verify whether students’ writing scores in two groups are similar.Moreover,questionnaire 1 was issued in EG to investigate the current situation of participants’ attitudes toward English writing.During the experiment,EG adopted teacher-student collaborative assessment while CG applied the traditional teacher assessment in English writing.After the experiment,the writing post-test was implemented in both EG and CG to testify whether there is a significant difference in two groups’ English writing scores.Additionally,questionnaire 2 was distributed in EG to investigate whether participants’ English writing attitudes toward English writing had changed.Moreover,9 participants were randomly selected in EG to have a semi-structured interview.After that,the researcher analyzed the data with the help of SPSS 20.0.The results of the research are shown as follows.Firstly,teacher-student collaborative assessment has positive effects on improving students’ English writing scores as well as their sub-scores in language,content and organization.Among these three sub-scores,the improvement of the sub-score of language is the most noticeable.Secondly,teacher-student collaborative assessment can effectively change students’ attitudes toward English writing from fearing English writing to loving it.Therefore,teacher-student collaborative assessment can,to some extent,enrich the existing English writing assessment methods in English writing teaching in China,providing English teachers in junior high schools with a reference of assessment method in English writing.